DRAFT August 1, 2011 Unit 4, Key Topic 1 Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only. 92 Unit 4 – Language and Literacy Key Topic 1: Organization and Rationale of the Language and Literacy Domain Focus Statement Students explore the rationale for including the language and literacy domain in the California Preschool Curriculum Framework, Volume 1 and learn how the domain is organized. They also become familiar with the guiding principles for this domain. Before You Start There are three major content areas for this key topic: rationale for the domain, organization of the domain, and guiding principles for the domain. Each of these content areas is addressed through a set of active learning experiences designed to help students gain an overview of what is in the language and literacy domain and where to find these elements for future use. A more in-depth examination of the content of the language and literacy domain is provided in the other three key topics for this domain. If students have already done Key Topic 1 in Unit 1 of this instructional guide that covers the curriculum framework’s overall organization and the four domains or have explored the organizational structure of one of the other domains, they will already be fairly familiar with how each domain is structured. In that case, you may choose to do a review of the structure of the language and literacy domain and skip the content on the domain structure as you go through this key topic. Additionally, the tabbing in the subtopic below on “Organization of the Language and Literacy Domain” is very similar to the tabbing in Key Topic 1, Unit 1. The PCF, V1 contains questions for reflection at the end of each strand in the language and literacy domain. These questions focus on teachers’ practices and experiences—either of those in the vignette or of the students. The reflection questions in this key topic are to help students think about the overall content and structure of the language and literacy domain in the PCF, V1 and how this knowledge of the domain might be useful in their work. The following are suggested considerations for some of the active learning experiences: • Subtopic 1: Rationale for the Language and Literacy Domain. In the “Getting it started” and “Keeping it going” segments, it is suggested that students record their ideas on large Post-it! notes that can then be posted on the wall. Half sheets of Language and Literacy: Key Topic 1 – Organization and Rationale of the Language and Literacy Domain
Transcript
DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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Unit 4 – Language and Literacy Key Topic 1: Organization and Rationale of the
Language and Literacy Domain !
!
!
Focus Statement
Students explore the rationale for including the language and literacy domain in the
California Preschool Curriculum Framework, Volume 1 and learn how the domain is
organized. They also become familiar with the guiding principles for this domain.
Before You Start
There are three major content areas for this key topic: rationale for the domain,
organization of the domain, and guiding principles for the domain. Each of these
content areas is addressed through a set of active learning experiences designed to
help students gain an overview of what is in the language and literacy domain and
where to find these elements for future use. A more in-depth examination of the
content of the language and literacy domain is provided in the other three key topics
for this domain.
If students have already done Key Topic 1 in Unit 1 of this instructional guide that
covers the curriculum framework’s overall organization and the four domains or have
explored the organizational structure of one of the other domains, they will already be
fairly familiar with how each domain is structured. In that case, you may choose to do
a review of the structure of the language and literacy domain and skip the content on
the domain structure as you go through this key topic. Additionally, the tabbing in the
subtopic below on “Organization of the Language and Literacy Domain” is very similar
to the tabbing in Key Topic 1, Unit 1.
The PCF, V1 contains questions for reflection at the end of each strand in the
language and literacy domain. These questions focus on teachers’ practices and
experiences—either of those in the vignette or of the students. The reflection
questions in this key topic are to help students think about the overall content and
structure of the language and literacy domain in the PCF, V1 and how this knowledge
of the domain might be useful in their work.
The following are suggested considerations for some of the active learning
experiences:
• Subtopic 1: Rationale for the Language and Literacy Domain. In the “Getting it
started” and “Keeping it going” segments, it is suggested that students record their
ideas on large Post-it! notes that can then be posted on the wall. Half sheets of
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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paper and tape can also be used.
• Subtopic 2: Organization of the Language and Literacy Domain. In the
“Getting it started” segment, small notes or other markers (e.g., Post-it® notes,
flags, page markers) are suggested to be used as tabs for the PCF, V1. In the
“Keeping it going” segment, students are asked to create a visual representation of
the organizational structure of the language and literacy domain. Materials could
include large easel pad sheets, colored markers, scissors, tape/glue, and colored
paper.
• Reflection: If students are being asked to keep journals, the suggested questions
could be used to guide their journaling. Or you may choose to use your own
questions or let students write on their own.
Information
Delivery
The following content from the California Preschool Learning
Foundations, Volume 1 and the California Preschool Curriculum
Framework, Volume 1 could be used as part of an introduction
to or review of language and literacy for students when they
begin this unit.
California Preschool Learning Foundations, Volume 1:
• Discussion of the language and literacy strands and
substrands (pp. 49-55)
• Review of the research for each strand (pp. 71-88)
• Glossary related to language and literacy (p. 89)
California Preschool Curriculum Framework, Volume 1:
• Components of oral language (pp. 98-99)
• Research findings (pp. 99 and 138)
• Glossary related to language and literacy (pp. 323-325)
• Relationship of the language and literacy domain and the
English-language development domain (pp. 10-13 and pp.
178-179)
This content may be delivered through lectures and/or assigned
readings.
It may also be helpful to review the strands and substrands for
the language and literacy domain as part of the introduction to
DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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this key topic. They can be found on page 109 of the PCF, V1
and are listed here for reference:
• Listening and Speaking (strand)
1.0 Language Use and Conventions (substrand)
2.0 Vocabulary (substrand)
3.0 Grammar (substrand)
• Reading (strand)
1.0 Concepts about Print (substrand)
2.0 Phonological Awareness (substrand)
3.0 Alphabetics and Word/Print Recognition (substrand)
4.0 Comprehension and Analysis of Age-Appropriate Text
(substrand)
5.0 Literacy Interest and Response (substrand)
• Writing (strand)
1.0 Writing Strategies (substrand)
2
.
Active Learning
Subtopic 1: Rationale for the Language and Literacy Domain Getting it started Have students read the introduction to the language and
literacy domain on pages 98-100. Ask them to list any
unfamiliar concepts or words on a large Post-it! note. Students
are to write one word or concept per note and then post them
on the wall.
Review each word or concept in a full class discussion. Remind
students that some words may be in the glossary on pages
323-326.
Keeping it going Next have students work individually, in pairs, or in small
groups to identify the key points from the introduction. Write
each key point on a Post-it! note or half sheet of paper. You
could have students do this in or out of class but plan to have
"#$%&'!()*!
DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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some time during a class session to share and review the key
points.
Putting it together Ask students to form small groups of four to six to share their
key points. If students have already been working in groups of
more than three or four, they can remain in those groups. Have
each group review key points generated by its members and
prioritize the points.
Then have each group post their top three points on the wall.
After all groups have posted their top three, review them and
place similar ones together in a cluster. Ask the groups to then
post their next three top points. These points can be added to a
cluster if they are similar or can start a new cluster. Combine
any similar new points into clusters as appropriate. Have the
groups review any remaining key points and post them on the
wall either with a cluster or as a new point. Do a final review to
see if there are any additional clusters to form. A few key points
may stand alone.
As a large group, come up with a sentence or phrase that
captures the main idea of each cluster. Write each phrase or
sentence on a larger piece of paper and post it above the
cluster. Have a student or different students read aloud each
phrase or sentence. Conclude with a discussion based on these
questions:
• Which key cluster seems the most important to you?
• Why is this important when you think about planning
language and literacy curriculum for young children?
• Which other key cluster ideas do you want to be sure to
remember and why?
Subtopic 2: Organization of the Language and Literacy Domain Getting it started Begin by having students read or review the “Organization of
the Framework” on pages 9-10 of the PCF, V1. Have them tab
the following components in the language and literacy chapter
in their copies of the PCF, V1:
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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• Domain Guiding Principles (pp. 100-103)
• Environments and Materials (pp. 103-108)
• Summary of the language and literacy strands, substrands,
• Engaging Families (pp. 126,155-156, and 165-166)
• Questions for Reflection (pp. 127, 157, and 167)
After students have completed their tabbing, ask them to review
the summary of the language and literacy strands and
substrands on page 109 of the PCF, V1. Then have them
review the appendix of the PLF, V1 on pages 176-179, which is
a summary of the strands, substrands, and foundations for the
language and literacy domain. This can also be found following
this key topic as Handout 1. Have them compare the two
summaries so that they see the parallel organization of the
PCF, V1 and the PLF, V1.
It is important for students to understand that the PLF, V1
describes what children learn and the PCF, V1 describes how
teachers can plan learning experiences. Emphasize that this
parallel structure does not mean that teachers are to apply the
curriculum framework in a one-to-one match to the foundations.
Keeping it going Have students continue labeling their copies of the language
and literacy domain of the PCF, V1 by tabbing the following
elements:
• Vignettes and teachable moments for each substrand
• Interactions and strategies for each substrand (point out
that these follow each vignette)
Either ask students to locate or point out these other elements
that are included in the domain of the PCF, V1:
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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• Teacher Resources (p. 170)
• Appendix B, “Reflections on Research: Phonological
Awareness” (pp. 304-312)
• Appendix C, “Reflections on Research: Alphabetics and
Word/Print Recognition (pp. 313-318)
Taking it further Students further explore the structure of the language and
literacy domain by creating a visual representation of the major
elements that illustrates how they are related. Their graphics
can take any form they choose, such as a chart, poster, mock
Web page, or advertisement. Students are also to include some
kind of key that briefly defines each component.
Students can do this exercise individually or in pairs or small
groups. Small group work may help ensure that all students
acquire an accurate understanding of the chapter’s structure as
small group discussions could surface insights that individual
students might miss.
Putting it together Have the groups display their products and, after all the
students have had a chance to look at the other groups’ work,
discuss the following questions as a whole class:
• What stood out for you when you looked at these?
• What elements were familiar to you? Which ones were
new?
• What patterns did you see in the organizational structure of
the domain?
• What are some things you want to remember about this
structure as a reference for your work?
Subtopic 3: Guiding Principles for the Language and Literacy Domain Getting it started Have students read the 12 language and literacy domain
principles (PCF, V1, pp. 100-103). Ask them to write two key
points for each domain principle. It is suggested that this
exercise be done individually so that each student becomes
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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familiar with all 12 language and literacy domain principles.
Keeping it going Ask for volunteers to share a key point for one of the domain
principles until all 12 language and literacy domain principles
have been discussed.
Putting it together Conclude the examination of the 12 domain guiding principles
by asking the students to respond to the following questions:
• Which domain principle(s) stood out for you?
• Which ones were familiar and consistent with what you
already know about young children’s language and literacy
development? Which ones were new to you?
• Why do you think these domain principles are relevant in
planning curriculum to support children’s language and
literacy development?
• Which language and literacy domain principle do you want
to learn more about? How could you do that?
! Reflection
!
There are two sets of reflective questions offered for this key
topic. The first specifically addresses the rationale,
organizational structure, and domain guiding principles of the
language and literacy unit:
• In thinking about the rationale, domain guiding principles,
and organization of the language and literacy domain of the
PCF, V1, what concepts or information stood out for you?
• What was clear? What might have been confusing?
• What was useful in helping you understand the overall
content and structure of this domain?
• How might you apply this understanding in your current or
future work? What additional supports might you need?
The second set is more general and can be used in this and
other key topics:
• What ideas stood out most for you today?
!
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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!
• Which ones reinforced what you have already learned or
experienced? Which ones gave you a new perspective or
insight?
• How might you apply a new perspective to your work now or
in the future?
• What further information or support do you need?
• What first step do you need to do?
!
! Deeper
Understanding
!
It is important for students to know that there is an extensive
research base related to children’s language and literacy
development and the curriculum planning recommendations in
this domain of the PCF, V1. One way for students to deepen
their understanding of and appreciation for this research or
evidence base is to have them select a research highlight from
this chapter and then find one of the articles referenced in that
highlight. Students are then to write a one- to two-page
summary of the article that includes the following elements:
• Title and author(s)
• Publication information
• Key points
• Implications for practice
!
!
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
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DRAFT August 1, 2011 Unit 4, Key Topic 1
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DRAFT August 1, 2011 Unit 4, Key Topic 1
Faculty Initiative Project Instructional Guide for the California Preschool Curriculum Framework, Volume 1 Language and Literacy Domain CDE/Child Development Division and WestEd Center for Child and Family Studies May be duplicated for educational purposes only.!!
